Issues in teaching English academic writing in a networked classroom are discussed, particularly in the Asian context. Students (n=74) in four introductory classes in English academic writing in a Hong Kong university were surveyed concerning the usefulness of the networked writing laboratory to improve writing and the usefulness of their peers' comments on writing drafts. Aspects of the teaching technique investigated included the value of collaborative learning, time factors in computer-mediated communication, development of thinking skills, student interest and enjoyment of the experience, general writing skill development, and personal comfort with the delivery mode. Results indicate that while most students enjoyed collaboration in the real-time writing mode, over one-quarter felt it had not improved their writing skills. Students whose writing was more developed tended to find that feedback from other students was less helpful. Implications for classroom teaching and instructional design are discussed. The questionnaire is appended. Contains 11 references. (MSE)